1 00:00:00,330 --> 00:00:03,240 And supports in 60 minutes, 2 00:00:03,240 --> 00:00:05,730 so I think we're gonna talk fast. 3 00:00:05,730 --> 00:00:06,960 I'm Sherry Schoenberg, 4 00:00:06,960 --> 00:00:10,680 I'm here with Cassandra Townshend and Anne Dubie. 5 00:00:10,680 --> 00:00:14,880 And this is kind of an exciting session for us today 6 00:00:14,880 --> 00:00:18,240 because we love everything to do with PBIS 7 00:00:18,240 --> 00:00:22,050 and like to talk to people about what it's all about. 8 00:00:22,050 --> 00:00:25,410 Having been at it since like 2008, 9 00:00:25,410 --> 00:00:28,680 we have about 170 schools that are implementing PBIS 10 00:00:28,680 --> 00:00:30,930 in Vermont and many, many thousand, 11 00:00:30,930 --> 00:00:33,693 in the 20 some odd thousands nationally. 12 00:00:35,280 --> 00:00:37,920 So this is obviously something we're very passionate about. 13 00:00:37,920 --> 00:00:40,623 And we welcome you to this session today. 14 00:00:42,540 --> 00:00:46,170 Just before we get started, a couple of little logistics. 15 00:00:46,170 --> 00:00:49,050 We will have you muted since, you know, 16 00:00:49,050 --> 00:00:50,490 there's more than a few of you. 17 00:00:50,490 --> 00:00:53,610 It's just easier for the sound to have you muted. 18 00:00:53,610 --> 00:00:55,920 But we'll communicate through the chat box. 19 00:00:55,920 --> 00:00:59,610 So if you find your chat, you'll know how to use it. 20 00:00:59,610 --> 00:01:02,610 And you can decide whether you wanna show your video or not. 21 00:01:02,610 --> 00:01:06,720 And here is a link to our materials, 22 00:01:06,720 --> 00:01:09,810 which Anne had also put in the chat box. 23 00:01:09,810 --> 00:01:13,830 And once this session is done, 24 00:01:13,830 --> 00:01:18,120 we'll get it up on the website within a few days, 25 00:01:18,120 --> 00:01:20,280 the recording will be up on the website, so, you know, 26 00:01:20,280 --> 00:01:22,950 if you miss anything really valuable on Friday night 27 00:01:22,950 --> 00:01:25,500 or something, you might wanna watch it again, 28 00:01:25,500 --> 00:01:27,870 but we're happy you're here. 29 00:01:27,870 --> 00:01:30,630 So we would like to know before we get started, 30 00:01:30,630 --> 00:01:34,140 what brings you here today. 31 00:01:34,140 --> 00:01:38,580 If you can chat us up a little bit about that, 32 00:01:38,580 --> 00:01:41,760 it will help us know what to emphasize or not 33 00:01:41,760 --> 00:01:43,960 and just know a little bit about who's here. 34 00:01:46,410 --> 00:01:48,090 You took the time in your schedule 35 00:01:48,090 --> 00:01:50,673 to come to this webinar today. 36 00:02:08,160 --> 00:02:09,300 Learn as much as you can. 37 00:02:09,300 --> 00:02:10,133 Good. Nicole. 38 00:02:10,133 --> 00:02:12,413 Where are you from, Nicole? You wanna type that in? 39 00:02:13,320 --> 00:02:14,193 Oh, nice. 40 00:02:16,080 --> 00:02:18,570 Wanna know how to implement a PBIS school. 41 00:02:18,570 --> 00:02:21,270 Oh, they always come so fast, (laughs) it's hard to... 42 00:02:22,200 --> 00:02:25,053 K-8 school counselor, Folsom. Wonderful. 43 00:02:27,840 --> 00:02:30,360 Oh, Nicole from the, from Ed Quality Division, 44 00:02:30,360 --> 00:02:33,270 so you work with Josh, wonderful. 45 00:02:33,270 --> 00:02:35,220 Thank you for sharing, that's great, 46 00:02:35,220 --> 00:02:38,010 it just gives us an idea of, you know, who's here. 47 00:02:38,010 --> 00:02:39,390 Thank you. 48 00:02:39,390 --> 00:02:41,730 What we're gonna do today in a very short time 49 00:02:41,730 --> 00:02:45,899 is provide sort of an overview of the PBIS 50 00:02:45,899 --> 00:02:48,240 as a multi-tiered framework. 51 00:02:48,240 --> 00:02:51,450 And we're gonna spend a little bit more time going deeper 52 00:02:51,450 --> 00:02:55,890 into the universal level or layer of PBIS, 53 00:02:55,890 --> 00:02:57,210 and then, you know, 54 00:02:57,210 --> 00:03:02,210 just a little peek at targeted and intensive levels of PBIS. 55 00:03:02,370 --> 00:03:05,400 And then if you're from a school that's exploring 56 00:03:05,400 --> 00:03:07,260 and thinking about implementation, 57 00:03:07,260 --> 00:03:09,030 the kinds of next steps you need to go through 58 00:03:09,030 --> 00:03:09,990 to make that happen. 59 00:03:09,990 --> 00:03:11,970 So that's what we're doing a lot. 60 00:03:11,970 --> 00:03:15,360 And then we're gonna give you just a little poll 61 00:03:15,360 --> 00:03:20,360 to get an idea of where your familiarity of PBIS is. 62 00:03:20,670 --> 00:03:22,050 Am I launching this poll? 63 00:03:22,050 --> 00:03:23,652 I just launched it, so- 64 00:03:23,652 --> 00:03:25,487 -I can't see it. -Should be able- 65 00:03:25,487 --> 00:03:26,320 [Sherry] Wait. 66 00:03:26,320 --> 00:03:27,270 Should be able to see it. 67 00:03:27,270 --> 00:03:29,820 Give me a thumbs up if you're able to see the poll. 68 00:03:29,820 --> 00:03:32,250 Thank you so much for that feedback. 69 00:03:32,250 --> 00:03:33,573 And go ahead, 70 00:03:34,554 --> 00:03:38,580 let us know what your current level of familiarity is 71 00:03:38,580 --> 00:03:39,510 with PBIS. 72 00:03:39,510 --> 00:03:43,320 You know a lot, you know, a little bit. I'm just learning. 73 00:03:43,320 --> 00:03:44,490 Oops, sorry. 74 00:03:44,490 --> 00:03:46,260 So let us know. 75 00:03:46,260 --> 00:03:49,233 And then once folks have completed the poll- 76 00:03:51,210 --> 00:03:52,043 Can't get that off my screen. 77 00:03:52,043 --> 00:03:54,843 [Cassandra] I'll be able to share the results. 78 00:04:05,520 --> 00:04:07,623 Did you guys see that? 79 00:04:09,254 --> 00:04:10,087 Okay. 80 00:04:12,773 --> 00:04:13,606 All right. 81 00:04:13,606 --> 00:04:15,720 I'm not seeing many people complete the poll, 82 00:04:15,720 --> 00:04:17,853 and I'm wondering if you're not able to, 83 00:04:23,850 --> 00:04:25,890 Anne, are you able to see the poll? 84 00:04:25,890 --> 00:04:27,033 Worked for me. 85 00:04:28,350 --> 00:04:32,493 Okay, thanks for that feedback, Amy. 86 00:04:37,890 --> 00:04:40,290 Okay, I am not seeing lots of, 87 00:04:40,290 --> 00:04:43,140 it sounds like you all are completing it, which is great. 88 00:04:45,540 --> 00:04:48,513 All right, I'm gonna go ahead and I'm gonna end the poll. 89 00:04:51,870 --> 00:04:54,270 Are you all able to see the results of the poll? 90 00:04:56,250 --> 00:04:57,083 No. 91 00:05:02,700 --> 00:05:05,610 All right. Excellent. 92 00:05:05,610 --> 00:05:06,443 Thanks, everyone. 93 00:05:06,443 --> 00:05:09,150 So we've got a little bit of a mix here, which is great. 94 00:05:09,150 --> 00:05:10,800 So thank you all. 95 00:05:10,800 --> 00:05:11,633 As Sherry said, 96 00:05:11,633 --> 00:05:15,810 looking forward to sharing with all of you PBIS today. 97 00:05:15,810 --> 00:05:17,553 So thank you very much. 98 00:05:18,450 --> 00:05:19,283 Okay. 99 00:05:19,283 --> 00:05:22,080 So, and anybody who knows a lot, who said they know a lot, 100 00:05:22,080 --> 00:05:23,610 feel free to just chime right in, 101 00:05:23,610 --> 00:05:26,940 -we love that. -(Cassandra laughs) 102 00:05:26,940 --> 00:05:31,940 Okay, so PBIS is a prevention framework, 103 00:05:31,980 --> 00:05:34,860 and it's really important to share the word framework 104 00:05:34,860 --> 00:05:38,790 because it is not manualized practices that you implement, 105 00:05:38,790 --> 00:05:42,360 it really is like, it's like the MTSS framework. 106 00:05:42,360 --> 00:05:46,410 It is an MTSS framework for social, emotional, 107 00:05:46,410 --> 00:05:48,510 behavioral learning, and wellbeing. 108 00:05:48,510 --> 00:05:50,160 And if implemented with fidelity, 109 00:05:50,160 --> 00:05:54,540 you get the systems in place that help put practices 110 00:05:54,540 --> 00:05:57,420 into place that are culturally responsive 111 00:05:57,420 --> 00:06:02,420 as well as ensure access to all levels of PBIS for everyone. 112 00:06:05,880 --> 00:06:09,570 What we really like about PBIS and have seen so much of 113 00:06:09,570 --> 00:06:13,440 is that it's really can be tailored to your unique setting. 114 00:06:13,440 --> 00:06:17,130 So like large school, small schools, diverse schools, 115 00:06:17,130 --> 00:06:19,200 people have really worked very hard. 116 00:06:19,200 --> 00:06:21,990 And the more stakeholders they have involved with them, 117 00:06:21,990 --> 00:06:25,290 the more they're able to bring voice 118 00:06:25,290 --> 00:06:27,390 to what it should look like in their school, 119 00:06:27,390 --> 00:06:30,690 and it really becomes part of their community culture. 120 00:06:30,690 --> 00:06:34,920 So PBISS provides you with that capacity 121 00:06:34,920 --> 00:06:38,610 to really make it your own because it's a framework 122 00:06:38,610 --> 00:06:39,600 and not like, you know, 123 00:06:39,600 --> 00:06:41,670 this is what you're supposed to do. 124 00:06:41,670 --> 00:06:44,640 It involves an integrated continuum 125 00:06:44,640 --> 00:06:46,980 of evidence-based practices. 126 00:06:46,980 --> 00:06:50,130 We really look at what are the most promising 127 00:06:50,130 --> 00:06:54,090 or proven practices so that we are really trying 128 00:06:54,090 --> 00:06:57,180 to be efficient and effective with implementation. 129 00:06:57,180 --> 00:07:02,180 So we wanna choose practices that work. 130 00:07:03,660 --> 00:07:05,340 I'm getting some feedback all of a sudden. 131 00:07:05,340 --> 00:07:07,380 Did anybody else hear that? 132 00:07:07,380 --> 00:07:08,213 You're okay. 133 00:07:08,213 --> 00:07:09,918 Yeah, I just, I muted. 134 00:07:09,918 --> 00:07:12,030 -Okay. -A participant FYI, 135 00:07:12,030 --> 00:07:13,680 if you could go ahead and mute yourself, 136 00:07:13,680 --> 00:07:14,730 that would be wonderful. 137 00:07:14,730 --> 00:07:16,560 -Thanks, everyone. -Okay. 138 00:07:16,560 --> 00:07:18,480 It's also based on the principles 139 00:07:18,480 --> 00:07:20,520 of applied behavior analysis. 140 00:07:20,520 --> 00:07:22,020 So everything in PBIS, 141 00:07:22,020 --> 00:07:25,530 we think about from the standpoint of function. 142 00:07:25,530 --> 00:07:27,000 What is the function of behavior? 143 00:07:27,000 --> 00:07:30,450 How can we understand why an interfering behavior 144 00:07:30,450 --> 00:07:32,910 is happening in order to meet that function 145 00:07:32,910 --> 00:07:34,170 in a more adaptive way? 146 00:07:34,170 --> 00:07:39,170 So the history of PBIS comes from the science 147 00:07:40,500 --> 00:07:44,400 of applied behavior analysis and then more 148 00:07:44,400 --> 00:07:47,250 because over the years, we have evolved to do so much more 149 00:07:47,250 --> 00:07:50,700 in terms of social-emotional learning within this framework, 150 00:07:50,700 --> 00:07:53,520 and it's associated with improved academic 151 00:07:53,520 --> 00:07:56,010 and behavior outcomes, and that's our goal. 152 00:07:56,010 --> 00:07:59,430 And so we'll talk a little bit more 153 00:07:59,430 --> 00:08:02,670 about that circle Venn diagram in a second. 154 00:08:02,670 --> 00:08:03,990 But we're trying to move away 155 00:08:03,990 --> 00:08:06,847 from these traditional approaches to discipline that, 156 00:08:06,847 --> 00:08:09,300 you know, they even happen today. 157 00:08:09,300 --> 00:08:11,430 When there's interfering behavior, 158 00:08:11,430 --> 00:08:14,220 sometimes the response is reactive. 159 00:08:14,220 --> 00:08:16,920 We don't really think about what the problem is enough 160 00:08:16,920 --> 00:08:21,920 to analyze it and come up with a appropriate response. 161 00:08:23,790 --> 00:08:26,730 Also, a lot of our responses to interfering behavior 162 00:08:26,730 --> 00:08:29,730 could be non-constructive, they may stop the behavior, 163 00:08:29,730 --> 00:08:32,730 but does it really do anything to support a student to 164 00:08:32,730 --> 00:08:35,490 move into a better place? 165 00:08:35,490 --> 00:08:38,580 We know that a lot of schools have emphasized punishment 166 00:08:38,580 --> 00:08:40,530 around interfering behavior, 167 00:08:40,530 --> 00:08:45,480 and you could see that in like the handbooks 168 00:08:45,480 --> 00:08:47,130 that come out from schools every year 169 00:08:47,130 --> 00:08:50,610 where there's multiple pages of the negative consequences 170 00:08:50,610 --> 00:08:51,900 for certain behaviors that occur, 171 00:08:51,900 --> 00:08:53,430 and we're trying to switch that around. 172 00:08:53,430 --> 00:08:56,550 But that is definitely in our history, 173 00:08:56,550 --> 00:08:58,318 this focus on punishment for behavior 174 00:08:58,318 --> 00:09:03,150 that is interfering academic learning. 175 00:09:03,150 --> 00:09:05,940 And we also know that, unfortunately, 176 00:09:05,940 --> 00:09:07,620 the way professional development works, 177 00:09:07,620 --> 00:09:08,940 sometimes we go to trainings, 178 00:09:08,940 --> 00:09:10,800 and we learn about these great new practices, 179 00:09:10,800 --> 00:09:14,520 but we don't necessarily have the coaching or the time 180 00:09:14,520 --> 00:09:19,170 or the system to help us implement practices with fidelity. 181 00:09:19,170 --> 00:09:22,650 So they might be really terrific strategies, 182 00:09:22,650 --> 00:09:26,400 but we sometimes lack that in our history, 183 00:09:26,400 --> 00:09:27,570 that whole sort of, 184 00:09:27,570 --> 00:09:30,690 how are we gonna make this practice really work 185 00:09:30,690 --> 00:09:32,250 kind of thing. 186 00:09:32,250 --> 00:09:35,100 And a lot of times, there are limited effects 187 00:09:35,100 --> 00:09:38,700 to the traditional behavior discipline approaches 188 00:09:38,700 --> 00:09:39,990 that we've had. 189 00:09:39,990 --> 00:09:43,320 So we're trying to move away from Mrs. Mutner 190 00:09:43,320 --> 00:09:45,030 on the first day of school, 191 00:09:45,030 --> 00:09:48,480 giving all these rules about don't do this, don't do that, 192 00:09:48,480 --> 00:09:51,870 no biting, no kicking, no running, no coming in late, 193 00:09:51,870 --> 00:09:53,970 no coming in early. 194 00:09:53,970 --> 00:09:56,190 It's quite a list. 195 00:09:56,190 --> 00:10:00,120 And you can see the students are stupefied here, 196 00:10:00,120 --> 00:10:02,370 but we're trying to turn that around 197 00:10:02,370 --> 00:10:06,360 and become a little bit more about come in on time 198 00:10:06,360 --> 00:10:10,920 and keep your eyes to the front, and things like that. 199 00:10:10,920 --> 00:10:12,750 What to do, not what not to do, 200 00:10:12,750 --> 00:10:15,063 so that's, we're moving away from that. 201 00:10:16,320 --> 00:10:20,070 And PBIS, there are some misconceptions about PBIS, 202 00:10:20,070 --> 00:10:23,850 and one thing that I think I'm already implying 203 00:10:23,850 --> 00:10:24,683 in everything I'm saying 204 00:10:24,683 --> 00:10:26,370 is that it's not a packaged curriculum. 205 00:10:26,370 --> 00:10:28,620 You really can take the practices 206 00:10:28,620 --> 00:10:32,670 that have the best potential for success for you, 207 00:10:32,670 --> 00:10:37,670 and implement them within the framework if they work. 208 00:10:38,010 --> 00:10:41,370 So it's really adaptable, 209 00:10:41,370 --> 00:10:45,270 and it's the framework that makes it strong 210 00:10:45,270 --> 00:10:46,980 so that you can do it. 211 00:10:46,980 --> 00:10:49,020 It's not a manualized strategy, 212 00:10:49,020 --> 00:10:51,450 it's not just a reward system. 213 00:10:51,450 --> 00:10:54,090 I think there are a lot of misconceptions out there 214 00:10:54,090 --> 00:10:57,450 that PBIS is about little tokens, and it's not, 215 00:10:57,450 --> 00:11:02,450 it's part of providing feedback for pro-social behaviors, 216 00:11:03,300 --> 00:11:06,933 but it's not about that, that's a part of it, 217 00:11:07,830 --> 00:11:11,070 to ensure that students are being recognized 218 00:11:11,070 --> 00:11:14,673 for doing what the agreements are in the school. 219 00:11:15,570 --> 00:11:17,580 And it's not about compliance. 220 00:11:17,580 --> 00:11:22,580 We're not asking people to follow our expectations. 221 00:11:23,910 --> 00:11:27,240 We're asking people in a school to develop them collectively 222 00:11:27,240 --> 00:11:29,070 and have meaning for them. 223 00:11:29,070 --> 00:11:34,020 So that's just sort of trying to allay some of the myths 224 00:11:34,020 --> 00:11:35,730 that are out there. 225 00:11:35,730 --> 00:11:40,730 And this is my favorite diagram that really to me shows 226 00:11:41,580 --> 00:11:45,510 the strength of PBIS and why it is so sustainable 227 00:11:45,510 --> 00:11:48,300 and why it's been around for a long time now. 228 00:11:48,300 --> 00:11:52,860 So PBIS is a framework that has a system in place 229 00:11:52,860 --> 00:11:56,130 that includes things like your administrator 230 00:11:56,130 --> 00:11:59,070 supporting this as one of the number one priorities 231 00:11:59,070 --> 00:11:59,903 in the school, 232 00:11:59,903 --> 00:12:02,790 so making the time and the space to have a team 233 00:12:02,790 --> 00:12:04,170 that's gonna do the planning 234 00:12:04,170 --> 00:12:08,070 and support the adults in implementing the practices. 235 00:12:08,070 --> 00:12:13,070 The system also includes having your education plan, 236 00:12:13,864 --> 00:12:18,864 be listing that as a priority and resources that you need. 237 00:12:19,470 --> 00:12:21,600 And we have a lot of BEST Act 230 money out there 238 00:12:21,600 --> 00:12:24,000 that supports professional development 239 00:12:24,000 --> 00:12:25,380 and planning for school. 240 00:12:25,380 --> 00:12:30,327 So the system is critical to supporting the adults 241 00:12:30,327 --> 00:12:32,340 and implementing the practices. 242 00:12:32,340 --> 00:12:35,850 And the practices, we're trying to find practices 243 00:12:35,850 --> 00:12:39,570 that are positive but also have some evidence 244 00:12:39,570 --> 00:12:41,280 that they're gonna be successful. 245 00:12:41,280 --> 00:12:43,860 And we wanna think about what's the smallest thing we can do 246 00:12:43,860 --> 00:12:46,470 to have the biggest durable effect. 247 00:12:46,470 --> 00:12:48,630 So that team, 248 00:12:48,630 --> 00:12:52,110 that part of the system is really trying to examine 249 00:12:52,110 --> 00:12:57,110 based on your data, what's needed in terms of practices. 250 00:12:57,540 --> 00:13:01,890 And so the team will look at data, both student outcome data 251 00:13:01,890 --> 00:13:04,170 and fidelity and implementation data 252 00:13:04,170 --> 00:13:08,220 and also things like inventories of practices that you have 253 00:13:08,220 --> 00:13:10,470 to figure out what the school needs 254 00:13:10,470 --> 00:13:12,180 and to try to find that, 255 00:13:12,180 --> 00:13:14,940 select the best practices that make a difference 256 00:13:14,940 --> 00:13:19,020 so that students will be successful academically 257 00:13:19,020 --> 00:13:20,253 and behaviorally. 258 00:13:21,210 --> 00:13:23,940 And that is the tattoo 259 00:13:23,940 --> 00:13:26,370 that we all like to think about having. 260 00:13:26,370 --> 00:13:29,850 I actually have one of those fake tattoos of this 261 00:13:29,850 --> 00:13:31,323 because I love it so much. 262 00:13:33,120 --> 00:13:36,300 And it's an equal emphasis on systems, data, and practices. 263 00:13:36,300 --> 00:13:38,220 And as you saw, I gotta go back, 264 00:13:38,220 --> 00:13:42,690 as you saw in the diagram, equity is at the center. 265 00:13:42,690 --> 00:13:45,060 We wanna make sure that everything we're putting in place 266 00:13:45,060 --> 00:13:48,930 in terms of our system is accessible to every single student 267 00:13:48,930 --> 00:13:51,480 at every level of PBIS. 268 00:13:51,480 --> 00:13:54,180 So just going a little deeper with equity, 269 00:13:54,180 --> 00:13:57,240 we're really focusing on access, representation, 270 00:13:57,240 --> 00:14:00,420 meaningful participation, and high outcomes. 271 00:14:00,420 --> 00:14:03,300 For access, we wanna make sure that students 272 00:14:03,300 --> 00:14:07,650 have the opportunity to be involved 273 00:14:07,650 --> 00:14:10,890 at every level of decision-making and implementation, 274 00:14:10,890 --> 00:14:14,100 that they're part of our teams 275 00:14:14,100 --> 00:14:17,430 and that they provide feedback and input 276 00:14:17,430 --> 00:14:18,540 into making a difference 277 00:14:18,540 --> 00:14:20,070 and that it means something to them 278 00:14:20,070 --> 00:14:21,510 and they want to be involved 279 00:14:21,510 --> 00:14:24,330 and participate in everything we do with PBIS, 280 00:14:24,330 --> 00:14:26,400 so that's why we need their voice and input 281 00:14:26,400 --> 00:14:27,690 at all those levels. 282 00:14:27,690 --> 00:14:29,700 And the goal is high outcomes for everyone. 283 00:14:29,700 --> 00:14:30,840 So that's what we think about 284 00:14:30,840 --> 00:14:35,730 when we think about equity in PBISs, access, representation, 285 00:14:35,730 --> 00:14:39,030 meaningful participation, and high outcomes. 286 00:14:39,030 --> 00:14:41,640 Now, you may have seen this before, 287 00:14:41,640 --> 00:14:46,640 this is the triangle that helps you visualize what PBIS is 288 00:14:46,800 --> 00:14:51,800 in action, and this is based on the public health model, 289 00:14:53,760 --> 00:14:58,760 and what it is is that if you have all your practices 290 00:14:59,850 --> 00:15:04,850 in place with fidelity at the universal level, 291 00:15:05,100 --> 00:15:08,940 so all those really rich supporting 292 00:15:08,940 --> 00:15:13,020 learning kinds of strategies at the universal level, 293 00:15:13,020 --> 00:15:16,560 80% of your students are likely to be pretty successful. 294 00:15:16,560 --> 00:15:18,780 And there are some students 295 00:15:18,780 --> 00:15:21,060 that will need a little bit more than that, 296 00:15:21,060 --> 00:15:23,790 and so we add on a layer 297 00:15:23,790 --> 00:15:27,270 or a particular intervention for a period of time. 298 00:15:27,270 --> 00:15:29,640 And if everything is implemented with fidelity, 299 00:15:29,640 --> 00:15:34,350 about 10 to 15% of students at a given time might benefit 300 00:15:34,350 --> 00:15:37,560 from targeted interventions, which is the yellow. 301 00:15:37,560 --> 00:15:41,673 And then with that, with all implementation fidelity, 302 00:15:42,540 --> 00:15:44,400 roughly 5% of your students 303 00:15:44,400 --> 00:15:47,640 will need something more individualized 304 00:15:47,640 --> 00:15:51,840 on top of all the rich universal strategies, 305 00:15:51,840 --> 00:15:54,480 perhaps a targeted intervention, which is like, 306 00:15:54,480 --> 00:15:56,580 those are like off-the-shelf interventions 307 00:15:56,580 --> 00:15:59,220 that aren't that individualized, 308 00:15:59,220 --> 00:16:02,430 and they need an individualized plan to support that. 309 00:16:02,430 --> 00:16:06,210 And I think that this thought bubble is really saying 310 00:16:06,210 --> 00:16:10,410 that we need to have a very, very strong 311 00:16:10,410 --> 00:16:11,760 universal foundation. 312 00:16:11,760 --> 00:16:13,080 And we focus so much, 313 00:16:13,080 --> 00:16:15,870 we're always, anytime we're doing a training, 314 00:16:15,870 --> 00:16:19,410 we're focusing back on the universal level 315 00:16:19,410 --> 00:16:21,810 to ensure that students aren't falling through the cracks 316 00:16:21,810 --> 00:16:24,750 because they didn't have the practices available to them 317 00:16:24,750 --> 00:16:26,280 at the universal level. 318 00:16:26,280 --> 00:16:29,400 So we really want to make sure that students 319 00:16:29,400 --> 00:16:32,220 who need something more need it because they need it 320 00:16:32,220 --> 00:16:35,790 and not because we have missed out on supporting them 321 00:16:35,790 --> 00:16:36,898 at the universal level. 322 00:16:36,898 --> 00:16:39,630 And so that's what we mean in terms of equity 323 00:16:39,630 --> 00:16:41,670 is like a tier-one issue. 324 00:16:41,670 --> 00:16:43,620 I mean, it obviously exists throughout, 325 00:16:43,620 --> 00:16:46,710 but we really wanna have the strongest 326 00:16:46,710 --> 00:16:48,243 universal level possible. 327 00:16:49,800 --> 00:16:52,530 And this is sort of this Rastafarian diagram 328 00:16:52,530 --> 00:16:57,530 that shows you that we don't call students, 329 00:16:59,580 --> 00:17:03,240 red students or intensive students or yellow students. 330 00:17:03,240 --> 00:17:04,440 Students are students, 331 00:17:04,440 --> 00:17:08,343 and they have so many strengths that they bring into school, 332 00:17:09,270 --> 00:17:12,750 and, like this is an example of Dylan who has, you know, 333 00:17:12,750 --> 00:17:17,190 really strong responses to universal interventions 334 00:17:17,190 --> 00:17:20,880 around his relationship with peers 335 00:17:20,880 --> 00:17:22,410 and reading and attendance, 336 00:17:22,410 --> 00:17:24,660 and he has good relationships with adults. 337 00:17:24,660 --> 00:17:28,170 He's, might need a little bit extra support in science, 338 00:17:28,170 --> 00:17:30,150 but math is a bit of a struggle. 339 00:17:30,150 --> 00:17:33,813 So he might need some interventions around math. 340 00:17:34,980 --> 00:17:36,780 And emotional regulation is something 341 00:17:36,780 --> 00:17:38,130 that he's really struggling with. 342 00:17:38,130 --> 00:17:42,450 So we wanna support Dylan by really acknowledging 343 00:17:42,450 --> 00:17:45,240 some of the strengths he has in these other areas 344 00:17:45,240 --> 00:17:48,660 to address some of his emotional regulations issues. 345 00:17:48,660 --> 00:17:51,150 And it's really about... 346 00:17:51,150 --> 00:17:54,030 Something we really, really emphasize is, 347 00:17:54,030 --> 00:17:58,443 we might want to label the behavior that's the interfering, 348 00:17:59,640 --> 00:18:00,990 but not the student. 349 00:18:00,990 --> 00:18:02,940 And we're not calling students red students, 350 00:18:02,940 --> 00:18:06,840 or we're not calling them IEP kids or trailer park people. 351 00:18:06,840 --> 00:18:08,700 We're really moving away from that 352 00:18:08,700 --> 00:18:11,340 'cause Dylan has so much going for him, 353 00:18:11,340 --> 00:18:12,790 we're just calling him Dylan. 354 00:18:14,310 --> 00:18:15,513 Hope that makes sense. 355 00:18:16,350 --> 00:18:21,350 Anyway, PBIS is an iterative process. 356 00:18:21,900 --> 00:18:26,900 So it's a little rough at start when you're at the start 357 00:18:27,030 --> 00:18:29,880 when you're trying to explore this whole framework 358 00:18:29,880 --> 00:18:30,713 for your school, 359 00:18:30,713 --> 00:18:34,590 there's a lot of effort that goes into sort of gearing up 360 00:18:34,590 --> 00:18:39,590 and being ready to roll out something that is school-wide. 361 00:18:40,050 --> 00:18:41,970 So there's this planning time, 362 00:18:41,970 --> 00:18:44,400 and then there's the, well, let's try it out, 363 00:18:44,400 --> 00:18:46,800 we'll do some initial implementation, 364 00:18:46,800 --> 00:18:49,020 and then it might take two to five years 365 00:18:49,020 --> 00:18:52,230 before you really got it to be part of the fabric 366 00:18:52,230 --> 00:18:53,063 of your school. 367 00:18:53,063 --> 00:18:57,210 So it's definitely a long-term implementation process 368 00:18:57,210 --> 00:18:58,950 that has implementation dips, 369 00:18:58,950 --> 00:19:02,280 and so that's why you see the yellow arrows 370 00:19:02,280 --> 00:19:04,230 going back and forth because, you know, 371 00:19:04,230 --> 00:19:07,740 in our history here, you know, we've had, you know, 372 00:19:07,740 --> 00:19:09,960 schools go back to the beginning, 373 00:19:09,960 --> 00:19:12,210 and our team has been quite responsive 374 00:19:12,210 --> 00:19:15,510 by offering refresher kinds of trainings 375 00:19:15,510 --> 00:19:19,740 to get sort of back on track again. 376 00:19:19,740 --> 00:19:21,600 But the idea is that, you know, 377 00:19:21,600 --> 00:19:25,020 we're just always trying to continuously improve with this, 378 00:19:25,020 --> 00:19:27,063 and it's a process that takes a while. 379 00:19:28,800 --> 00:19:32,220 So now like what really is PBIS, (laughs) 380 00:19:32,220 --> 00:19:37,220 at the universal level, PBIS involves these things, 381 00:19:38,400 --> 00:19:40,590 first, there's a statement of purpose, 382 00:19:40,590 --> 00:19:42,990 it's sort of like, why are we here in the first place? 383 00:19:42,990 --> 00:19:47,550 You have a leadership team, and they need to construct 384 00:19:47,550 --> 00:19:50,280 a statement of purpose so people understand the importance 385 00:19:50,280 --> 00:19:52,560 of the work that's going forward 386 00:19:52,560 --> 00:19:54,690 and how to access them and who they are. 387 00:19:54,690 --> 00:19:57,090 So that's one of the first things we do 388 00:19:57,090 --> 00:19:59,730 in putting these components in place, 389 00:19:59,730 --> 00:20:03,750 is really get a strong statement of purpose. 390 00:20:03,750 --> 00:20:05,760 And the next thing that happens 391 00:20:05,760 --> 00:20:09,660 is the team along with feedback and input 392 00:20:09,660 --> 00:20:12,360 from all of the important people, 393 00:20:12,360 --> 00:20:15,120 which would include students and staff 394 00:20:15,120 --> 00:20:20,120 and family caregivers, is to define agreements or, you know, 395 00:20:20,520 --> 00:20:22,910 three to five agreements or expectations, 396 00:20:22,910 --> 00:20:26,430 so those are sort of broad behavioral terms 397 00:20:26,430 --> 00:20:29,520 that you can build some lessons around and, 398 00:20:29,520 --> 00:20:31,823 but that people will know like with automaticity. 399 00:20:31,823 --> 00:20:34,237 So like you go into a school and say, 400 00:20:34,237 --> 00:20:35,490 "What are your values?" 401 00:20:35,490 --> 00:20:37,050 Or, "What are your agreements here?" 402 00:20:37,050 --> 00:20:39,420 And people will know what they are, you know, 403 00:20:39,420 --> 00:20:42,120 we are respectful, we are kind, we are safe. 404 00:20:42,120 --> 00:20:44,640 And it becomes sort of, again, 405 00:20:44,640 --> 00:20:46,560 I think I used the term in the last slide, 406 00:20:46,560 --> 00:20:50,040 the fabric of the school, this is who we are in this school. 407 00:20:50,040 --> 00:20:51,630 So they're developed together, 408 00:20:51,630 --> 00:20:55,440 they become agreements that people feel pretty strong about. 409 00:20:55,440 --> 00:20:58,230 The next component of PBIS at the universal level 410 00:20:58,230 --> 00:21:02,370 is probably the most important component of all, 411 00:21:02,370 --> 00:21:06,000 which is explicit teaching of those agreements 412 00:21:06,000 --> 00:21:08,190 in the different settings of the school 413 00:21:08,190 --> 00:21:11,910 so that students can really understand 414 00:21:11,910 --> 00:21:13,560 what the expectation is. 415 00:21:13,560 --> 00:21:16,050 They might have different expectations at home. 416 00:21:16,050 --> 00:21:19,530 So this is a way to help students support students, 417 00:21:19,530 --> 00:21:24,360 and knowing exactly what we mean by the expectations, 418 00:21:24,360 --> 00:21:28,350 and when developed together with the students' voice, 419 00:21:28,350 --> 00:21:29,820 it really becomes, you know, 420 00:21:29,820 --> 00:21:33,573 sort of owning up to the agreements that are in the school. 421 00:21:34,800 --> 00:21:36,150 The next component is, 422 00:21:36,150 --> 00:21:38,730 once we demonstrate these pro-social behaviors, 423 00:21:38,730 --> 00:21:41,640 it's providing positive feedback and acknowledging students 424 00:21:41,640 --> 00:21:43,440 for following the expectations. 425 00:21:43,440 --> 00:21:45,360 And we'll talk about that a little bit deeper 426 00:21:45,360 --> 00:21:46,560 in a little bit. 427 00:21:46,560 --> 00:21:49,410 And obviously, we need to have our systems 428 00:21:49,410 --> 00:21:52,020 and practices in place to prevent 429 00:21:52,020 --> 00:21:55,530 and respond instructionally to interfering behavior. 430 00:21:55,530 --> 00:21:58,710 And so we wanna have a continuum of supports in place, 431 00:21:58,710 --> 00:22:00,570 and that's where the system comes in, 432 00:22:00,570 --> 00:22:03,360 that team is going to help all staff know 433 00:22:03,360 --> 00:22:08,004 what the strategies are and what the process 434 00:22:08,004 --> 00:22:11,289 and procedures are for responding to behaviors 435 00:22:11,289 --> 00:22:13,560 that are interfering. 436 00:22:13,560 --> 00:22:17,610 And then we use data, in PBIS, we are data-driven, 437 00:22:17,610 --> 00:22:20,880 and wonderful tools exist 438 00:22:20,880 --> 00:22:24,540 from the National PBIS Technical Assistance Center 439 00:22:24,540 --> 00:22:27,000 on fidelity of implementation, 440 00:22:27,000 --> 00:22:31,050 and we also have student outcome data, 441 00:22:31,050 --> 00:22:36,050 that we have a web-based system that we help schools use 442 00:22:36,510 --> 00:22:40,920 to make really informed decisions about prevention, 443 00:22:40,920 --> 00:22:42,423 teaching, and responding. 444 00:22:43,350 --> 00:22:44,400 And the big idea 445 00:22:44,400 --> 00:22:47,460 is that you want these three to five expectations 446 00:22:47,460 --> 00:22:50,220 to really reflect the values of your community, 447 00:22:50,220 --> 00:22:51,480 and this is what, 448 00:22:51,480 --> 00:22:53,430 in the last few years, we're really pushing. 449 00:22:53,430 --> 00:22:56,790 It's like we all need to own them in a way 450 00:22:56,790 --> 00:22:59,613 that feels right to us, and we need our voice in that, 451 00:23:00,630 --> 00:23:03,330 and we really just wanna have that common language, 452 00:23:03,330 --> 00:23:04,950 again, I said with automaticity, 453 00:23:04,950 --> 00:23:08,520 knowing what they are and a way to teach the behaviors. 454 00:23:08,520 --> 00:23:10,713 So that's like a, the big idea. 455 00:23:11,610 --> 00:23:13,920 And here's some examples of how some schools 456 00:23:13,920 --> 00:23:15,990 have defined their expectations, 457 00:23:15,990 --> 00:23:18,270 some of these are kind of old, but we really like them. 458 00:23:18,270 --> 00:23:23,270 And as you can see, they really do make it their own thing. 459 00:23:24,510 --> 00:23:26,220 We have, you know, 460 00:23:26,220 --> 00:23:30,390 usually their mascots are part of their expectations. 461 00:23:30,390 --> 00:23:33,450 I particularly like the Fairfield school-wide rules 462 00:23:33,450 --> 00:23:37,620 that are listed both in English and in Spanish, 463 00:23:37,620 --> 00:23:41,820 and then the more high school version, the wolf pack one, 464 00:23:41,820 --> 00:23:45,753 this is how you make it part of the fabric of your school. 465 00:23:47,130 --> 00:23:51,060 And we particularly like this example from Dothan Brook, 466 00:23:51,060 --> 00:23:52,023 Dothan Brook, 467 00:23:52,867 --> 00:23:55,860 "We are safe, we are caring, we are responsible." 468 00:23:55,860 --> 00:23:58,230 Their mascot are the otters, 469 00:23:58,230 --> 00:24:01,650 and there's a nice shift in language here. 470 00:24:01,650 --> 00:24:05,670 Instead of be safe, be caring, be responsible, 471 00:24:05,670 --> 00:24:08,100 it's that sort of, we all are this, 472 00:24:08,100 --> 00:24:09,750 we are all responsible for this. 473 00:24:09,750 --> 00:24:14,100 So we like that shift from do it this way to no, 474 00:24:14,100 --> 00:24:16,080 we are this way. 475 00:24:16,080 --> 00:24:18,330 So that's something that we're encouraging schools 476 00:24:18,330 --> 00:24:19,163 to think about, 477 00:24:19,163 --> 00:24:21,300 shifting their language to do that kind of thing. 478 00:24:21,300 --> 00:24:25,944 And I just love this photo of champs, 479 00:24:25,944 --> 00:24:28,680 well, there's a lot of enthusiasm. 480 00:24:28,680 --> 00:24:31,470 I remember when the school was beginning to roll out, 481 00:24:31,470 --> 00:24:33,630 this is Proctor Elementary School, 482 00:24:33,630 --> 00:24:37,320 and they have pompoms, and they have shirts, 483 00:24:37,320 --> 00:24:41,010 and it really becomes sort of a celebration of social, 484 00:24:41,010 --> 00:24:42,750 emotional, behavioral learning, and well-being. 485 00:24:42,750 --> 00:24:45,783 And I just really like the positivity there. 486 00:24:46,890 --> 00:24:51,000 And this is also an old slide, but this was not uncommon, 487 00:24:51,000 --> 00:24:53,490 you could see these rules hanging maybe outside 488 00:24:53,490 --> 00:24:55,717 of your all-purpose room that say, 489 00:24:55,717 --> 00:24:57,060 "No, this, no that." 490 00:24:57,060 --> 00:25:01,320 And we're trying to shift that to be safe, 491 00:25:01,320 --> 00:25:03,450 be responsible, be respectful, 492 00:25:03,450 --> 00:25:07,143 and then further that to we are all of these things. 493 00:25:09,540 --> 00:25:12,300 So once you have your defined expectations, 494 00:25:12,300 --> 00:25:15,330 you wanna create, and the teams will work to create 495 00:25:15,330 --> 00:25:17,610 what we call a teaching matrix. 496 00:25:17,610 --> 00:25:21,270 And we want to be able to identify what the behaviors 497 00:25:21,270 --> 00:25:24,390 that we agreed to look like in action 498 00:25:24,390 --> 00:25:26,160 in the different settings. 499 00:25:26,160 --> 00:25:27,510 If you're in a school, 500 00:25:27,510 --> 00:25:32,310 you will see all the settings along the top of the chart 501 00:25:32,310 --> 00:25:36,000 that will show cafeteria, hallways, all settings, 502 00:25:36,000 --> 00:25:38,103 classrooms, playground. 503 00:25:38,940 --> 00:25:40,710 But we'd like to show this one 504 00:25:40,710 --> 00:25:45,430 because the expectations can also be carried into home 505 00:25:46,320 --> 00:25:47,670 and can be, 506 00:25:47,670 --> 00:25:49,790 the family can come up with their own expectations, 507 00:25:49,790 --> 00:25:51,970 so we extend some of that to the home 508 00:25:52,950 --> 00:25:57,720 and what it might look like socially with friends, 509 00:25:57,720 --> 00:26:00,420 so this is sort of a new teaching matrix. 510 00:26:00,420 --> 00:26:03,510 And then the teams with the voice of others 511 00:26:03,510 --> 00:26:07,260 will identify what does it mean in that setting, 512 00:26:07,260 --> 00:26:11,070 so what does we are safe mean at school? 513 00:26:11,070 --> 00:26:12,900 And it means keep hands and feet to self, 514 00:26:12,900 --> 00:26:15,060 tell an adult that there's a problem. 515 00:26:15,060 --> 00:26:19,710 So there's the skill, there's the context, 516 00:26:19,710 --> 00:26:21,960 and there's some examples of what it looks like. 517 00:26:21,960 --> 00:26:24,090 And then you build your lesson plans, 518 00:26:24,090 --> 00:26:26,673 your explicit lesson plans from there. 519 00:26:29,640 --> 00:26:33,990 And the big idea is that we wanna teach the behavior 520 00:26:33,990 --> 00:26:38,280 that we've agreed to just like we teach academics, 521 00:26:38,280 --> 00:26:40,980 and we need more opportunities to respond. 522 00:26:40,980 --> 00:26:41,813 I mean, 523 00:26:41,813 --> 00:26:46,020 it takes a hundred hours to really learn a new skill. 524 00:26:46,020 --> 00:26:49,230 So when we think about just reviewing those expectations 525 00:26:49,230 --> 00:26:52,800 at the beginning of the year on the first week 526 00:26:52,800 --> 00:26:56,640 is not really explicitly teaching, 527 00:26:56,640 --> 00:26:58,890 it's something that we need to teach and practice 528 00:26:58,890 --> 00:27:01,260 and prompt and pre-correct throughout the year. 529 00:27:01,260 --> 00:27:03,830 It's the biggest component of PBIS, 530 00:27:03,830 --> 00:27:06,570 is the effective teaching that happens. 531 00:27:06,570 --> 00:27:08,640 And this is just, 532 00:27:08,640 --> 00:27:12,480 this is a saying that we've used over time. 533 00:27:12,480 --> 00:27:13,620 We really like it 534 00:27:13,620 --> 00:27:15,627 It's kind of like strange when you think about, 535 00:27:15,627 --> 00:27:17,790 "If a child doesn't know how to read, 536 00:27:17,790 --> 00:27:19,650 we teach the child to read. 537 00:27:19,650 --> 00:27:22,050 If they don't know how to swim or multiply or drive, 538 00:27:22,050 --> 00:27:24,450 we teach them to drive. 539 00:27:24,450 --> 00:27:28,350 If a child doesn't know how to behave a certain way, 540 00:27:28,350 --> 00:27:30,120 what is our tendency?" 541 00:27:30,120 --> 00:27:33,817 So I think this author of this is saying, 542 00:27:33,817 --> 00:27:35,310 "Do we punish? 543 00:27:35,310 --> 00:27:37,860 Why is it so hard to complete the sentence?" 544 00:27:37,860 --> 00:27:42,390 So we really wanna think about behavior as a skill 545 00:27:42,390 --> 00:27:43,590 that needs to be taught. 546 00:27:45,450 --> 00:27:50,230 And this would be kind of how you would design a lesson 547 00:27:52,380 --> 00:27:55,200 to explicitly teach the agreements or expectations. 548 00:27:55,200 --> 00:27:58,080 What does it look like? How do you do it? 549 00:27:58,080 --> 00:28:00,960 When do you do it? Why is it important? 550 00:28:00,960 --> 00:28:05,960 And then having differentiating ways to teach the skill 551 00:28:06,480 --> 00:28:09,750 and then the reteaching prompts and pre-corrections. 552 00:28:09,750 --> 00:28:12,750 And you just keep practicing until the behavior is fluent. 553 00:28:12,750 --> 00:28:13,980 And you use your data 554 00:28:13,980 --> 00:28:17,490 to help you focus on where you might need to teach again. 555 00:28:17,490 --> 00:28:21,480 So I wonder if there are any questions at this point. 556 00:28:21,480 --> 00:28:23,673 We have a nice quiet crowd. 557 00:28:25,080 --> 00:28:29,580 Yeah, feel free to use the chat box, raise your hand. 558 00:28:29,580 --> 00:28:32,460 Happy to entertain any questions you all may have 559 00:28:32,460 --> 00:28:33,540 before I jump in, 560 00:28:33,540 --> 00:28:36,480 and I'm gonna start talking about the question, 561 00:28:36,480 --> 00:28:39,300 which is really the feedback. 562 00:28:39,300 --> 00:28:44,300 So before we begin, any questions, wonderings, thoughts? 563 00:28:53,370 --> 00:28:55,620 Oh, Erica, hi. 564 00:28:55,620 --> 00:28:56,453 Hi. 565 00:28:56,453 --> 00:29:00,510 So I have to say, so I'm a special ed director, 566 00:29:00,510 --> 00:29:03,390 and my boyfriend is a principal at a very small school 567 00:29:03,390 --> 00:29:04,560 up in Northern New Hampshire. 568 00:29:04,560 --> 00:29:07,050 And I was helping him, 569 00:29:07,050 --> 00:29:09,120 this is the first year that I've worked in a school 570 00:29:09,120 --> 00:29:14,120 that is doing PBIS, what I say well, 571 00:29:15,750 --> 00:29:19,710 and I want to continue, you know, that. 572 00:29:19,710 --> 00:29:23,400 And I noticed that when I was helping my boyfriend 573 00:29:23,400 --> 00:29:28,020 put up signs and things that he was using these matrices, 574 00:29:28,020 --> 00:29:30,441 and I was like, "Oh, well what are these?" 575 00:29:30,441 --> 00:29:34,890 And so he was explaining it, and they have them everywhere. 576 00:29:34,890 --> 00:29:35,970 They have, you know, 577 00:29:35,970 --> 00:29:38,610 they even have like a reward book vending machine 578 00:29:38,610 --> 00:29:42,690 that they just purchased, And the kids are all in. 579 00:29:42,690 --> 00:29:44,340 He's in a K-5 school. 580 00:29:44,340 --> 00:29:48,330 And I wonder what it's like trying to implement this 581 00:29:51,060 --> 00:29:52,890 with older kiddos. 582 00:29:52,890 --> 00:29:56,160 So I can totally see the buy-in, you know, 583 00:29:56,160 --> 00:30:00,150 with like pre-K through five, maybe six. 584 00:30:00,150 --> 00:30:02,760 But I'm wondering what it looks like with, you know, 585 00:30:02,760 --> 00:30:04,713 middle school and high school kiddos. 586 00:30:06,690 --> 00:30:08,640 You wanna answer that, Cassandra, 587 00:30:08,640 --> 00:30:10,523 -or do you wanna- -Sure. 588 00:30:10,523 --> 00:30:12,423 Evelyn, I'm happy to jump in. 589 00:30:13,440 --> 00:30:15,600 From my experience is, 590 00:30:15,600 --> 00:30:19,560 it's definitely somewhat challenging at times 591 00:30:19,560 --> 00:30:22,170 to implement at the middle and high school level. 592 00:30:22,170 --> 00:30:23,580 And the key to that 593 00:30:23,580 --> 00:30:27,390 is really getting collective ownership from students. 594 00:30:27,390 --> 00:30:29,370 And so finding creative ways 595 00:30:29,370 --> 00:30:33,990 to engage your students in this system process, 596 00:30:33,990 --> 00:30:36,900 so having them at the table 597 00:30:36,900 --> 00:30:39,570 for the leadership team conversations. 598 00:30:39,570 --> 00:30:41,400 Where we've seen it successful 599 00:30:41,400 --> 00:30:44,850 is when it is led by students. 600 00:30:44,850 --> 00:30:48,270 And I've worked in a middle school previously, 601 00:30:48,270 --> 00:30:51,330 and they ran it, they ran our middle-level meetings, 602 00:30:51,330 --> 00:30:54,270 and they came up with their feedback system. 603 00:30:54,270 --> 00:30:57,960 They embraced competition in this particular school. 604 00:30:57,960 --> 00:31:01,530 So their voice and choice and guidance 605 00:31:01,530 --> 00:31:03,810 through that collaborative collective ownership 606 00:31:03,810 --> 00:31:05,460 with adults in the building 607 00:31:05,460 --> 00:31:08,070 really made it successful at that level. 608 00:31:08,070 --> 00:31:10,650 And I think that's what we're seeing nationally too 609 00:31:10,650 --> 00:31:12,450 at the high school level in particular, 610 00:31:12,450 --> 00:31:14,880 is really how are we flipping it? 611 00:31:14,880 --> 00:31:18,180 So really the ownership and the decision-making 612 00:31:18,180 --> 00:31:21,993 and the creativity is really led by our students. 613 00:31:23,280 --> 00:31:24,360 Thank you. 614 00:31:24,360 --> 00:31:28,773 Yeah, I just wanna add though, it is harder, 615 00:31:29,850 --> 00:31:34,290 and we have way more elementary schools implementing PBIS, 616 00:31:34,290 --> 00:31:36,030 and would love to see middle and high schools. 617 00:31:36,030 --> 00:31:37,200 It takes a little bit longer 618 00:31:37,200 --> 00:31:42,123 because of that collective ownership really needs to happen. 619 00:31:44,220 --> 00:31:46,920 But we have a few exemplars in Vermont 620 00:31:46,920 --> 00:31:50,013 if you're wanting to reach out to anybody. 621 00:31:53,370 --> 00:31:55,612 Thanks, Erica. Great question. 622 00:31:55,612 --> 00:31:56,670 [Sherry] Okay. 623 00:31:56,670 --> 00:32:00,360 I am just linking right now before I jump in, 624 00:32:00,360 --> 00:32:01,680 The slides are here. 625 00:32:01,680 --> 00:32:04,530 I'm putting them into the chat again for those of you, 626 00:32:04,530 --> 00:32:09,510 if you need the slides, again, they're on our PBIS website, 627 00:32:09,510 --> 00:32:11,523 and so you'll be able to see them. 628 00:32:12,810 --> 00:32:13,643 All right. 629 00:32:13,643 --> 00:32:16,170 Well, we're gonna keep going just mindful of the time. 630 00:32:16,170 --> 00:32:17,580 -So, (faintly speaking)- -Cassandra, 631 00:32:17,580 --> 00:32:20,880 there's just a couple of more questions in the chat box. 632 00:32:20,880 --> 00:32:21,713 Okay. 633 00:32:23,700 --> 00:32:26,520 Funding for schools to get updated posters, 634 00:32:26,520 --> 00:32:27,900 we have a matrix. 635 00:32:27,900 --> 00:32:30,336 You, maybe help me, Cassandra, 636 00:32:30,336 --> 00:32:33,690 I think BEST Act 230 funds 637 00:32:33,690 --> 00:32:37,350 might be able to support materials. 638 00:32:37,350 --> 00:32:38,220 Do you know? 639 00:32:38,220 --> 00:32:40,800 I'm not sure actually if they are. 640 00:32:40,800 --> 00:32:43,560 However, what we have seen in schools 641 00:32:43,560 --> 00:32:46,950 is really a prioritization of local budgets. 642 00:32:46,950 --> 00:32:50,580 There's lots of local budget line items that are, 643 00:32:50,580 --> 00:32:54,420 that, you know, principals and admin can create a line. 644 00:32:54,420 --> 00:32:56,670 And that's where we've seen a lot of that. 645 00:32:56,670 --> 00:33:00,756 We've also seen many schools reach out to community 646 00:33:00,756 --> 00:33:04,890 and businesses and think about, 647 00:33:04,890 --> 00:33:08,430 which is also a wonderful way to build that collaboration 648 00:33:08,430 --> 00:33:10,260 between your local community. 649 00:33:10,260 --> 00:33:11,730 We've seen donations, 650 00:33:11,730 --> 00:33:15,630 we've seen other opportunities for schools to engage 651 00:33:15,630 --> 00:33:19,083 and funds for those resources that way. 652 00:33:21,600 --> 00:33:23,970 Title funds, that's a good question, Erica, 653 00:33:23,970 --> 00:33:27,060 good suggestion, that may be used as well. 654 00:33:27,060 --> 00:33:29,790 I do know, and I'll, a little spoiler alert, 655 00:33:29,790 --> 00:33:31,052 at the (laughs) end of this session, 656 00:33:31,052 --> 00:33:34,800 I'll reference a resource from the Agency of Education 657 00:33:34,800 --> 00:33:37,830 that really identifies the various funding sources 658 00:33:37,830 --> 00:33:40,980 for social-emotional learning and behavioral supports. 659 00:33:40,980 --> 00:33:42,720 And so certainly, 660 00:33:42,720 --> 00:33:47,553 lots of (faintly speaking) there to explore resources. 661 00:33:51,510 --> 00:33:53,160 Thank you. 662 00:33:53,160 --> 00:33:54,330 Let me see if I, sorry, 663 00:33:54,330 --> 00:33:56,980 I wanna make sure I'm not missing anyone in the chat. 664 00:33:58,590 --> 00:34:00,690 Anything else? 665 00:34:00,690 --> 00:34:01,920 I think you're good. 666 00:34:01,920 --> 00:34:02,820 We're good. 667 00:34:02,820 --> 00:34:04,833 Okay, thank you. Thanks, Sherry. 668 00:34:05,790 --> 00:34:06,623 All right. 669 00:34:06,623 --> 00:34:10,050 So Sherry talked about a couple of the first few features 670 00:34:10,050 --> 00:34:12,720 of PBIS implementation, 671 00:34:12,720 --> 00:34:17,100 one that is critically important is the feedback system. 672 00:34:17,100 --> 00:34:20,010 So where Sherry had mentioned earlier, 673 00:34:20,010 --> 00:34:22,140 some of the misconceptions of PBIS 674 00:34:22,140 --> 00:34:25,080 is really that we're rewarding kids, right? 675 00:34:25,080 --> 00:34:27,930 We're really thinking about reframing that. 676 00:34:27,930 --> 00:34:30,690 Similar on the academic side, 677 00:34:30,690 --> 00:34:35,690 we give students feedback on one plus one, right? 678 00:34:36,300 --> 00:34:40,770 Three, we'd say, "Hmm, one plus one is not three," right? 679 00:34:40,770 --> 00:34:44,730 So very similar to the academic world, we need feedback, 680 00:34:44,730 --> 00:34:48,030 we need to know what we're doing well 681 00:34:48,030 --> 00:34:50,670 and what are some areas we may need improvement on. 682 00:34:50,670 --> 00:34:54,690 And so really, the acknowledgment feedback system is, 683 00:34:54,690 --> 00:34:59,690 in PBIS is often more for the adults, to remind ourselves, 684 00:35:01,560 --> 00:35:05,880 to focus on the positive, focus on what we're seeing well. 685 00:35:05,880 --> 00:35:09,390 Oftentimes, we do tend to focus on the negative, 686 00:35:09,390 --> 00:35:12,030 and so we really wanna shift that narrative. 687 00:35:12,030 --> 00:35:13,227 And so we have systems, 688 00:35:13,227 --> 00:35:16,110 and many of our schools have created systems 689 00:35:16,110 --> 00:35:19,650 so that it's prompting the adults to notice 690 00:35:19,650 --> 00:35:22,803 the positive behavior that's happening in their school. 691 00:35:24,030 --> 00:35:26,490 And some of the big ideas 692 00:35:26,490 --> 00:35:28,350 advance the next one, Sherry, 693 00:35:28,350 --> 00:35:30,260 is that what we know about behavior 694 00:35:30,260 --> 00:35:32,430 is we can't change behavior. 695 00:35:32,430 --> 00:35:35,670 What we can change is our response 696 00:35:35,670 --> 00:35:39,180 to what we're seeing in that environment 697 00:35:39,180 --> 00:35:41,940 and also our environmental setting, right? 698 00:35:41,940 --> 00:35:44,100 So it's really about us 699 00:35:44,100 --> 00:35:48,420 and how we can change how we respond in situations. 700 00:35:48,420 --> 00:35:52,140 And then really focusing on giving feedback 701 00:35:52,140 --> 00:35:55,080 on what are the behaviors that we wanna see 702 00:35:55,080 --> 00:35:58,740 rather than focusing on the interfering behavior, right? 703 00:35:58,740 --> 00:36:01,020 So, again, flipping that script. 704 00:36:01,020 --> 00:36:05,040 And what we also know is that behavior is learned, right? 705 00:36:05,040 --> 00:36:10,040 We want to provide facilitated feedback for our kiddos 706 00:36:11,040 --> 00:36:14,160 so that they're getting that positive interaction. 707 00:36:14,160 --> 00:36:18,630 We also know that positive feedback has a greater likelihood 708 00:36:18,630 --> 00:36:21,390 of shaping behavior than negative feedback. 709 00:36:21,390 --> 00:36:25,830 So, again, flipping the script, focusing on the positives 710 00:36:25,830 --> 00:36:29,040 so that we're actually having a positive impact 711 00:36:29,040 --> 00:36:32,823 in really great timely feedback for our students. 712 00:36:34,290 --> 00:36:36,390 And so a key to this, 713 00:36:36,390 --> 00:36:38,820 which we're thinking a lot more about, 714 00:36:38,820 --> 00:36:41,850 is thinking about this authenticity. 715 00:36:41,850 --> 00:36:44,217 I don't know about you all in schools, but we know, 716 00:36:44,217 --> 00:36:48,120 and from my lived experience, students are very savvy, 717 00:36:48,120 --> 00:36:50,490 children are very savvy if, 718 00:36:50,490 --> 00:36:54,720 to know if you are not genuine in your interactions, right? 719 00:36:54,720 --> 00:36:58,200 So we really wanna focus on how are we giving feedback 720 00:36:58,200 --> 00:37:00,480 in an authentic way. 721 00:37:00,480 --> 00:37:04,650 We also know that feedback is critically important 722 00:37:04,650 --> 00:37:08,310 for skill acquisition, and it's reinforcing. 723 00:37:08,310 --> 00:37:11,340 And so we really wanna make sure we focus on that. 724 00:37:11,340 --> 00:37:13,710 Some of the keys to feedback, 725 00:37:13,710 --> 00:37:15,630 it's gotta be immediate, right? 726 00:37:15,630 --> 00:37:20,010 As soon as the student displays what you want them to do, 727 00:37:20,010 --> 00:37:22,110 you gotta give them that feedback. 728 00:37:22,110 --> 00:37:25,020 You also wanna make the feedback contingent 729 00:37:25,020 --> 00:37:26,730 on a direct observation. 730 00:37:26,730 --> 00:37:29,940 So sometimes, we'll hear people give positive feedback 731 00:37:29,940 --> 00:37:32,880 to their students in a very generic way. 732 00:37:32,880 --> 00:37:36,480 Great job, that is not very specific, 733 00:37:36,480 --> 00:37:39,360 it's not really contingent on an observation. 734 00:37:39,360 --> 00:37:43,200 And so we wanna make sure when we are pairing feedback, 735 00:37:43,200 --> 00:37:45,300 it's immediate, it's contingent, 736 00:37:45,300 --> 00:37:48,150 and we're really naming it, wonderful job. 737 00:37:48,150 --> 00:37:50,280 Holding the door for your friends, 738 00:37:50,280 --> 00:37:53,610 you're showing me that you are taking care of each other, 739 00:37:53,610 --> 00:37:57,270 which is then connected to your school-wide agreements 740 00:37:57,270 --> 00:38:01,890 that are developed by your context and your school. 741 00:38:01,890 --> 00:38:03,573 So really focusing on that. 742 00:38:06,150 --> 00:38:07,023 Next slide. 743 00:38:08,280 --> 00:38:09,113 And what we know, 744 00:38:09,113 --> 00:38:12,600 the research shows us that we really wanna focus 745 00:38:12,600 --> 00:38:17,550 on four to six positive adult-student interactions. 746 00:38:17,550 --> 00:38:20,070 If you look at marriage research, 747 00:38:20,070 --> 00:38:22,800 you'll find very similar information, 748 00:38:22,800 --> 00:38:25,560 you'll find very similar ratios. 749 00:38:25,560 --> 00:38:29,220 Work relationships, marriage relationships, 750 00:38:29,220 --> 00:38:33,780 we really thrive when we have positive interactions 751 00:38:33,780 --> 00:38:35,973 compared to negative interactions. 752 00:38:38,790 --> 00:38:40,560 Before I jump into this section, 753 00:38:40,560 --> 00:38:42,690 I just wanna monitor the chat. 754 00:38:42,690 --> 00:38:45,030 We have a questions, 755 00:38:45,030 --> 00:38:46,890 how are teachers assessing themselves 756 00:38:46,890 --> 00:38:49,800 to ensure they're using the right strategies 757 00:38:49,800 --> 00:38:53,790 and implementing universal strategies for students? 758 00:38:53,790 --> 00:38:58,110 So, Amy, specifically around the feedback system, 759 00:38:58,110 --> 00:39:00,930 there are lots of, if that's what you're referring to, 760 00:39:00,930 --> 00:39:03,240 there are lots of different assessments 761 00:39:03,240 --> 00:39:05,730 that we encourage teachers to do, 762 00:39:05,730 --> 00:39:08,760 one is, if you have a trusting colleague, 763 00:39:08,760 --> 00:39:12,330 have them go into your classroom and do a tally, 764 00:39:12,330 --> 00:39:16,260 how many positive interactions are you having 765 00:39:16,260 --> 00:39:17,700 with your students? 766 00:39:17,700 --> 00:39:22,700 And again, that's creating this culture of trust. 767 00:39:23,280 --> 00:39:26,610 Certainly, we've seen schools use that 768 00:39:26,610 --> 00:39:29,190 to really give sort of timely feedback. 769 00:39:29,190 --> 00:39:31,590 I have found we often think 770 00:39:31,590 --> 00:39:34,320 we're giving lots of positive feedback 771 00:39:34,320 --> 00:39:36,510 when in fact if we have a colleague 772 00:39:36,510 --> 00:39:40,380 really do a quick little observation, we may find out, 773 00:39:40,380 --> 00:39:43,620 hmm, we may not be giving as much positive feedback 774 00:39:43,620 --> 00:39:45,390 as we initially thought. 775 00:39:45,390 --> 00:39:47,280 So good question. 776 00:39:47,280 --> 00:39:50,100 Sherry, did you have anything you wanted to add to that one? 777 00:39:50,100 --> 00:39:52,170 Well, just more broadly than that, 778 00:39:52,170 --> 00:39:55,440 there are some really good fidelity tools, 779 00:39:55,440 --> 00:39:59,150 but every intervention that we support schools 780 00:39:59,150 --> 00:40:02,940 in implementing should have a data system attached. 781 00:40:02,940 --> 00:40:04,290 How are the students doing? 782 00:40:04,290 --> 00:40:07,380 Are the students improving from this intervention? 783 00:40:07,380 --> 00:40:11,040 And so you're keeping track of student outcomes as well. 784 00:40:11,040 --> 00:40:14,250 And then there are some particular interventions 785 00:40:14,250 --> 00:40:17,460 that have fidelity assessments. 786 00:40:17,460 --> 00:40:20,070 Are we implementing like we're supposed to be? 787 00:40:20,070 --> 00:40:21,030 Like check-in/check-out 788 00:40:21,030 --> 00:40:23,452 has a really nice fidelity assessment. 789 00:40:23,452 --> 00:40:26,580 So we're definitely driven by data 790 00:40:26,580 --> 00:40:29,763 to see what direction we should be going in. 791 00:40:31,620 --> 00:40:32,453 Yeah. 792 00:40:32,453 --> 00:40:33,390 Absolutely. Thanks, Sherry. 793 00:40:33,390 --> 00:40:35,550 Thanks, Amy, great question. 794 00:40:35,550 --> 00:40:38,520 So another feature of PBIS implementation 795 00:40:38,520 --> 00:40:41,160 is really thinking about how are we preventing 796 00:40:41,160 --> 00:40:44,550 and responding instructionally to interfering behavior 797 00:40:44,550 --> 00:40:46,620 through a continuum of support. 798 00:40:46,620 --> 00:40:51,620 So this is thinking creatively around what are our practices 799 00:40:52,050 --> 00:40:54,870 for preventing interfering behavior, 800 00:40:54,870 --> 00:40:59,340 how are we identifying and operationally defining 801 00:40:59,340 --> 00:41:01,230 what is interfering behavior 802 00:41:01,230 --> 00:41:03,330 within the cultural context of our school, 803 00:41:03,330 --> 00:41:06,180 because certainly, what's interfering behavior 804 00:41:06,180 --> 00:41:08,250 in one setting may be very different. 805 00:41:08,250 --> 00:41:10,830 And so we really encourage our schools 806 00:41:10,830 --> 00:41:12,840 to have these conversations 807 00:41:12,840 --> 00:41:15,750 around defining what that looks like. 808 00:41:15,750 --> 00:41:20,750 And then when we do experience an interfering behavior, 809 00:41:21,990 --> 00:41:22,950 it's really important 810 00:41:22,950 --> 00:41:25,380 to think about how are we gonna address that 811 00:41:25,380 --> 00:41:27,000 instructionally. 812 00:41:27,000 --> 00:41:30,030 As Sherry mentioned, it's not about punishment, right? 813 00:41:30,030 --> 00:41:32,430 It's about how are we teaching, 814 00:41:32,430 --> 00:41:35,220 reteaching the pro-social behavior 815 00:41:35,220 --> 00:41:37,980 that we all have decided as a community 816 00:41:37,980 --> 00:41:40,410 is what we wanna see in our school. 817 00:41:40,410 --> 00:41:44,130 And so really thinking about those. 818 00:41:44,130 --> 00:41:47,400 And our team spend lots of time having conversations 819 00:41:47,400 --> 00:41:52,400 around making sure that we are really proactive 820 00:41:52,470 --> 00:41:55,830 in having really thoughtful responses 821 00:41:55,830 --> 00:41:58,800 when there is an (faintly speaking) behavior. 822 00:41:58,800 --> 00:42:02,190 And part of that involves this big idea. 823 00:42:02,190 --> 00:42:05,520 We want all of our staff members in our school 824 00:42:05,520 --> 00:42:07,620 to think functionally. 825 00:42:07,620 --> 00:42:11,550 Again, we know there's a some underlying reason 826 00:42:11,550 --> 00:42:13,140 for students' behavior. 827 00:42:13,140 --> 00:42:17,310 There's any underlying reasons for adult behavior, right? 828 00:42:17,310 --> 00:42:22,310 So thinking about that, one, behavior is communication, 829 00:42:22,830 --> 00:42:25,440 so what is a student trying to communicate? 830 00:42:25,440 --> 00:42:28,380 And then thinking about what are they trying to get? 831 00:42:28,380 --> 00:42:32,190 What do they want? What is the function of their behavior? 832 00:42:32,190 --> 00:42:35,580 And so this is a really helpful orientation 833 00:42:35,580 --> 00:42:37,530 for adults to have 834 00:42:37,530 --> 00:42:40,230 when they're seeing an interfering behavior, 835 00:42:40,230 --> 00:42:44,100 'cause then it changes how you perceive it. 836 00:42:44,100 --> 00:42:47,490 Instead of thinking, "Cassandra's a jerk," right? 837 00:42:47,490 --> 00:42:49,687 You're really thinking that, 838 00:42:49,687 --> 00:42:52,710 "Wow, she's trying to communicate something. 839 00:42:52,710 --> 00:42:55,650 She may not be communicating it in the best way. 840 00:42:55,650 --> 00:42:59,040 Let's think about the function of Cassandra's behavior, 841 00:42:59,040 --> 00:43:02,850 and then let's pair that with what does she need," right? 842 00:43:02,850 --> 00:43:05,820 How can we get to that in a pro-social way 843 00:43:05,820 --> 00:43:07,650 through instruction? 844 00:43:07,650 --> 00:43:10,380 And how we do that is through data. 845 00:43:10,380 --> 00:43:11,370 As Sherry mentioned, 846 00:43:11,370 --> 00:43:15,360 we use data all the time in really making plans 847 00:43:15,360 --> 00:43:19,950 around our behavior and our interventions, right? 848 00:43:19,950 --> 00:43:22,740 One of the keys is when we collect behavior, 849 00:43:22,740 --> 00:43:27,090 it's not to punish, it is a record-keeping mechanism, 850 00:43:27,090 --> 00:43:28,650 it's patterns of behavior, 851 00:43:28,650 --> 00:43:30,720 that's how we like to think of it. 852 00:43:30,720 --> 00:43:34,020 I may engage in a certain behavior over and over again, 853 00:43:34,020 --> 00:43:36,480 that is certainly a pattern of behavior 854 00:43:36,480 --> 00:43:39,757 that would allow a team using a data system to say, 855 00:43:39,757 --> 00:43:44,460 "Wow, we need to do something different in our environment 856 00:43:44,460 --> 00:43:46,170 to support Cassandra 857 00:43:46,170 --> 00:43:48,900 because we're noticing this pattern of behavior. 858 00:43:48,900 --> 00:43:52,380 What can we do differently to support Cassandra?" 859 00:43:52,380 --> 00:43:54,060 Just as an example, right? 860 00:43:54,060 --> 00:43:56,010 And so along the same lines, 861 00:43:56,010 --> 00:43:59,070 prevention is the best response, right? 862 00:43:59,070 --> 00:44:01,740 We need to focus on our classroom climate. 863 00:44:01,740 --> 00:44:04,260 We talked a little bit about having ownership, 864 00:44:04,260 --> 00:44:05,520 collective ownership. 865 00:44:05,520 --> 00:44:09,030 Two things that I've heard school say recently 866 00:44:09,030 --> 00:44:10,080 that is super helpful 867 00:44:10,080 --> 00:44:13,830 when they're talking about creating collective ownership 868 00:44:13,830 --> 00:44:18,830 and also positive school climate, clarity and consistency. 869 00:44:18,930 --> 00:44:21,810 So how are we creating clear agreements? 870 00:44:21,810 --> 00:44:25,140 How are we as the staff collectively being consistent 871 00:44:25,140 --> 00:44:26,820 in our response? 872 00:44:26,820 --> 00:44:30,210 And then ultimately, we want students to internalize 873 00:44:30,210 --> 00:44:32,460 and have that self-discipline. 874 00:44:32,460 --> 00:44:34,560 So, again, here's a nice little visual, 875 00:44:34,560 --> 00:44:39,300 a continuum of moving from disruptive behavior 876 00:44:39,300 --> 00:44:41,970 to sort of teacher (faintly speaking). 877 00:44:41,970 --> 00:44:44,730 We wanna see increased instructional time, 878 00:44:44,730 --> 00:44:46,860 increased academic learning, 879 00:44:46,860 --> 00:44:51,860 and obviously, that leads to increased academic success. 880 00:44:52,080 --> 00:44:54,660 And the way we measure this for our kiddos, 881 00:44:54,660 --> 00:44:58,890 not only in the large context, but individually, 882 00:44:58,890 --> 00:45:00,570 is looking at our data. 883 00:45:00,570 --> 00:45:02,493 And Sherry, did you wanna jump in? 884 00:45:04,560 --> 00:45:07,740 No, I just, I have sounds coming outta my computer. 885 00:45:07,740 --> 00:45:09,210 I can't figure out how to stop. 886 00:45:09,210 --> 00:45:11,520 Oh, okay, sorry. (laughs) I just wanna make sure. 887 00:45:11,520 --> 00:45:13,470 Feel free to jump in, team. 888 00:45:13,470 --> 00:45:17,010 And again, feel free to type in the chat as well 889 00:45:17,010 --> 00:45:18,810 if you have any questions. 890 00:45:18,810 --> 00:45:22,860 So again, in PBIS implementation, 891 00:45:22,860 --> 00:45:26,430 many of our schools are using a data system called SWIS. 892 00:45:26,430 --> 00:45:31,200 It allows you to have very immediate access 893 00:45:31,200 --> 00:45:34,230 to behavior observation data. 894 00:45:34,230 --> 00:45:38,040 And again, this tells you and gives you a big picture 895 00:45:38,040 --> 00:45:42,780 of not only what's happening for your larger population, 896 00:45:42,780 --> 00:45:45,600 so what's happening across school-wide data, 897 00:45:45,600 --> 00:45:47,460 in the cafeteria. 898 00:45:47,460 --> 00:45:50,040 What's great though is our schools also use this 899 00:45:50,040 --> 00:45:50,970 to drill down. 900 00:45:50,970 --> 00:45:53,310 So if you are finding a student 901 00:45:53,310 --> 00:45:55,800 is having a particular pattern of behavior, 902 00:45:55,800 --> 00:45:57,960 you're able to drill down with SWIS. 903 00:45:57,960 --> 00:46:00,090 And so we encourage schools, 904 00:46:00,090 --> 00:46:02,670 doesn't matter what system you have, 905 00:46:02,670 --> 00:46:04,110 we don't work for SWIS, 906 00:46:04,110 --> 00:46:06,510 we have found it to be very user-friendly 907 00:46:06,510 --> 00:46:08,070 for many of our schools. 908 00:46:08,070 --> 00:46:10,230 But the bottom line is we have to, 909 00:46:10,230 --> 00:46:13,140 a key feature of PBISS implementation 910 00:46:13,140 --> 00:46:16,470 is having an accessible database system 911 00:46:16,470 --> 00:46:18,720 so that you can pull your data from 912 00:46:18,720 --> 00:46:20,700 to really make decisions. 913 00:46:20,700 --> 00:46:23,190 And so what the decision-making looks like 914 00:46:23,190 --> 00:46:25,860 is the next slide, 915 00:46:25,860 --> 00:46:29,580 which will show you this problem-solving process, 916 00:46:29,580 --> 00:46:32,400 where schools will look at this data 917 00:46:32,400 --> 00:46:34,530 with their leadership team 918 00:46:34,530 --> 00:46:39,150 or whatever team has the ability to do this, 919 00:46:39,150 --> 00:46:42,000 to look at how are you gonna prevent this from happening? 920 00:46:42,000 --> 00:46:45,240 What do we need to do in order to teach, reteach? 921 00:46:45,240 --> 00:46:48,540 How do we need to give more feedback 922 00:46:48,540 --> 00:46:52,740 when we're seeing the positive pro-social behavior, right? 923 00:46:52,740 --> 00:46:56,250 How are we going to, you know, 924 00:46:56,250 --> 00:46:59,700 extinguish the behavior that we're seeing 925 00:46:59,700 --> 00:47:04,700 by increasing feedback for the desired behavior, right? 926 00:47:05,250 --> 00:47:09,840 We also wanna think about, there are ways of, you know, 927 00:47:09,840 --> 00:47:13,140 correcting behavior, so pre-corrections, 928 00:47:13,140 --> 00:47:16,770 various ways to have conversations and develop a plan 929 00:47:16,770 --> 00:47:19,590 around that, and then finally, data collection. 930 00:47:19,590 --> 00:47:21,660 So this is just an example 931 00:47:21,660 --> 00:47:26,280 of how our schools implementing PBIS will look at their data 932 00:47:26,280 --> 00:47:30,660 and then funnel it down into a really tangible plan. 933 00:47:30,660 --> 00:47:34,320 And this is just a quick example from a PBIS coordinator 934 00:47:34,320 --> 00:47:38,730 in Allen Brook, how they were able to use their data 935 00:47:38,730 --> 00:47:43,500 to manage some of the most significant behaviors at recess. 936 00:47:43,500 --> 00:47:46,470 And so we're seeing lots and lots of examples 937 00:47:46,470 --> 00:47:50,820 across our schools really utilizing their data, 938 00:47:50,820 --> 00:47:54,750 implementing a practice or intervention, 939 00:47:54,750 --> 00:47:57,540 and seeing really positive results. 940 00:47:57,540 --> 00:48:02,520 And so, again, big idea here with PBIS implementation, 941 00:48:02,520 --> 00:48:04,560 we talked a little bit about this, 942 00:48:04,560 --> 00:48:09,560 is that student, family/caregiver voice is valued, 943 00:48:10,020 --> 00:48:11,400 and it's honored, 944 00:48:11,400 --> 00:48:15,033 and it needs to be at the forefront of implementation. 945 00:48:16,230 --> 00:48:19,080 Success of implementation with fidelity 946 00:48:19,080 --> 00:48:22,650 is really tied to collective ownership. 947 00:48:22,650 --> 00:48:24,958 And so part of what we also do, 948 00:48:24,958 --> 00:48:27,750 as Sherry had mentioned previously, 949 00:48:27,750 --> 00:48:31,020 is thinking about some of the, 950 00:48:31,020 --> 00:48:33,630 how do we get feedback from our staff? 951 00:48:33,630 --> 00:48:36,570 How are we engaging families and caregivers? 952 00:48:36,570 --> 00:48:39,760 On our PBIS website, we have several resources 953 00:48:40,740 --> 00:48:44,017 and assessments that allow our schools to say, 954 00:48:44,017 --> 00:48:46,950 "Gosh, we need to get input. How are we doing?" 955 00:48:46,950 --> 00:48:48,990 And so, would certainly recommend, 956 00:48:48,990 --> 00:48:51,660 if you're curious about some of those resources, 957 00:48:51,660 --> 00:48:53,370 check out our website. 958 00:48:53,370 --> 00:48:57,630 Another huge big idea is restorative principles 959 00:48:57,630 --> 00:48:59,580 and approaches, right? 960 00:48:59,580 --> 00:49:02,047 We're not just punishing, we're thinking, 961 00:49:02,047 --> 00:49:07,047 "How are we engaged in restorative principles? 962 00:49:07,080 --> 00:49:09,870 How are relationships intertwined? 963 00:49:09,870 --> 00:49:11,970 How are we embedding voice? 964 00:49:11,970 --> 00:49:14,610 How are we engaging everyone?" 965 00:49:14,610 --> 00:49:19,230 And not just simply having somebody attend a meeting, 966 00:49:19,230 --> 00:49:20,063 a meeting, 967 00:49:20,063 --> 00:49:23,910 how are we really engaging in meaningful engagement? 968 00:49:23,910 --> 00:49:25,500 And how are we getting everyone 969 00:49:25,500 --> 00:49:28,290 who needs to be at the table at the table? 970 00:49:28,290 --> 00:49:30,960 What we find is we find in many schools 971 00:49:30,960 --> 00:49:33,000 and from my lived experience, 972 00:49:33,000 --> 00:49:34,110 we have the same people 973 00:49:34,110 --> 00:49:36,840 volunteering for the same different committees, 974 00:49:36,840 --> 00:49:38,850 the same groups. 975 00:49:38,850 --> 00:49:39,900 Who are we missing? 976 00:49:39,900 --> 00:49:42,900 And so that's a question we challenge our schools, 977 00:49:42,900 --> 00:49:45,660 thinking about that, how are we embedding these principles? 978 00:49:45,660 --> 00:49:50,460 How are we making sure we're getting all voices involved? 979 00:49:50,460 --> 00:49:52,800 And so some of you may have seen this, 980 00:49:52,800 --> 00:49:55,680 this is from the restorative world, 981 00:49:55,680 --> 00:49:58,530 and it's really a continuum. 982 00:49:58,530 --> 00:49:59,880 Traditionally, 983 00:49:59,880 --> 00:50:03,720 many of our practices have been on the further end, 984 00:50:03,720 --> 00:50:05,100 they've been exclusionary, 985 00:50:05,100 --> 00:50:09,717 they've been really mandatory, compliance driven. 986 00:50:11,160 --> 00:50:16,160 As we continue to evolve in our work, our hope and goal 987 00:50:17,280 --> 00:50:21,150 is to move towards the other side of this continuum. 988 00:50:21,150 --> 00:50:24,690 We want inclusivity, we wanna make sure we, 989 00:50:24,690 --> 00:50:28,800 our people are participating, we're repairing harm. 990 00:50:28,800 --> 00:50:32,040 And so many of us probably can find, 991 00:50:32,040 --> 00:50:33,780 look and reflect on our school 992 00:50:33,780 --> 00:50:36,690 to see where are we on this continuum. 993 00:50:36,690 --> 00:50:40,560 And so we share this as we are always evolving. 994 00:50:40,560 --> 00:50:44,100 If you're not all the way over here, that's okay. 995 00:50:44,100 --> 00:50:46,410 This is work that we all are doing, 996 00:50:46,410 --> 00:50:49,320 but really, that is the goal with PBIS 997 00:50:49,320 --> 00:50:53,460 and using this restorative lens and approach, 998 00:50:53,460 --> 00:50:54,630 they're not different, 999 00:50:54,630 --> 00:50:57,843 so we're thinking of how are we aligning these. 1000 00:50:58,950 --> 00:51:03,930 Big ideas. again, all students, all settings all the time, 1001 00:51:03,930 --> 00:51:05,640 all means all. 1002 00:51:05,640 --> 00:51:08,430 I used to have this poster on my office 1003 00:51:08,430 --> 00:51:09,870 as a friendly reminder. 1004 00:51:09,870 --> 00:51:13,290 We're really focusing on everyone, 1005 00:51:13,290 --> 00:51:15,570 and it's not fully implemented. 1006 00:51:15,570 --> 00:51:18,000 PBIS is not fully implemented 1007 00:51:18,000 --> 00:51:21,090 until it's implemented with fidelity 1008 00:51:21,090 --> 00:51:23,970 and within the cultural context of our schools. 1009 00:51:23,970 --> 00:51:27,933 And so being very thoughtful about that is critical. 1010 00:51:28,890 --> 00:51:33,890 And if schools are implementing PBIS with fidelity, 1011 00:51:35,100 --> 00:51:39,120 we are seeing not only locally, but at the national level, 1012 00:51:39,120 --> 00:51:42,720 really positive outcomes for PBIS. 1013 00:51:42,720 --> 00:51:46,500 And so if you are a research data junkie 1014 00:51:46,500 --> 00:51:51,120 like myself and Sherry, we have lots of resources, 1015 00:51:51,120 --> 00:51:53,280 and there's lots of data out there 1016 00:51:53,280 --> 00:51:56,700 that really speaks to the positive outcomes. 1017 00:51:56,700 --> 00:51:59,430 Certainly, improves student outcomes, 1018 00:51:59,430 --> 00:52:03,240 reduced exclusionary discipline we're seeing in schools, 1019 00:52:03,240 --> 00:52:07,470 teacher, positive teacher outcomes, efficacy, well-being, 1020 00:52:07,470 --> 00:52:11,070 relationships, school safety, 1021 00:52:11,070 --> 00:52:12,720 wonderful things that we're seeing. 1022 00:52:12,720 --> 00:52:16,053 And in Vermont in the past few years, 1023 00:52:17,070 --> 00:52:19,770 and we're gonna start thinking about how to update this. 1024 00:52:19,770 --> 00:52:22,350 When we, during COVID, some of our data, 1025 00:52:22,350 --> 00:52:26,760 as you can imagine, was changed slightly. 1026 00:52:26,760 --> 00:52:27,750 Not for the worst, 1027 00:52:27,750 --> 00:52:30,810 it's just we really prioritized making sure, 1028 00:52:30,810 --> 00:52:32,160 you know, things are safe. 1029 00:52:32,160 --> 00:52:36,330 Many schools focused on sort of the here and now. 1030 00:52:36,330 --> 00:52:40,047 However, what we're seeing when schools are implementing 1031 00:52:40,047 --> 00:52:41,250 and with fidelity, 1032 00:52:41,250 --> 00:52:45,780 we're seeing lower rates of out-of-school suspension. 1033 00:52:45,780 --> 00:52:49,440 And so we're actually as a state team exploring that now, 1034 00:52:49,440 --> 00:52:52,860 looking at how we're gonna move the needle on that. 1035 00:52:52,860 --> 00:52:53,693 But again, 1036 00:52:53,693 --> 00:52:57,630 it's been great to see previously before the pandemic, 1037 00:52:57,630 --> 00:53:00,330 how we are moving the needle with schools 1038 00:53:00,330 --> 00:53:02,910 that are implementing PBIS with fidelity 1039 00:53:02,910 --> 00:53:06,780 and a reduction in out-of-school suspension rates, 1040 00:53:06,780 --> 00:53:09,930 and so we're gonna continue looking at that. 1041 00:53:09,930 --> 00:53:12,600 I mentioned this briefly already, but again, 1042 00:53:12,600 --> 00:53:17,040 fidelity of implementation is the name of the game. 1043 00:53:17,040 --> 00:53:18,600 You wanna, if you're gonna do something, 1044 00:53:18,600 --> 00:53:21,420 you gotta do it well to see those positive outcomes. 1045 00:53:21,420 --> 00:53:25,710 And so we really wanna focus that on that with our schools, 1046 00:53:25,710 --> 00:53:28,050 and continue to not only focus on that, 1047 00:53:28,050 --> 00:53:31,950 but find ways to support all of you in this work 1048 00:53:31,950 --> 00:53:34,380 because it certainly takes a village, but our goal 1049 00:53:34,380 --> 00:53:37,380 is really thinking about how are we implementing 1050 00:53:37,380 --> 00:53:40,020 with fidelity, which is essentially the degree 1051 00:53:40,020 --> 00:53:43,560 to which an intervention is delivered as intended. 1052 00:53:43,560 --> 00:53:46,293 And so we'll be focusing on that and supporting you. 1053 00:53:47,340 --> 00:53:49,860 Before we get to some nuts and bolts, 1054 00:53:49,860 --> 00:53:52,230 I'm gonna very briefly talk about the targeted 1055 00:53:52,230 --> 00:53:56,070 and intensive levels of PBIS, 1056 00:53:56,070 --> 00:53:59,160 knowing we have about five more minutes, 1057 00:53:59,160 --> 00:54:03,273 and then I'll share with you some additional resources. 1058 00:54:05,040 --> 00:54:09,240 PBIS at the targeted level essentially is, 1059 00:54:09,240 --> 00:54:13,110 how are we looking at those students that Sherry mentioned 1060 00:54:13,110 --> 00:54:16,290 who may need an additional layer of support. 1061 00:54:16,290 --> 00:54:18,060 When we think about targeted layers, 1062 00:54:18,060 --> 00:54:20,580 it's often small group intervention 1063 00:54:20,580 --> 00:54:24,510 for about 10 to 15% of our student population 1064 00:54:24,510 --> 00:54:27,450 after we've implemented universal. 1065 00:54:27,450 --> 00:54:30,150 And I wanna be clear with the word choice of layer, 1066 00:54:30,150 --> 00:54:32,520 if you're familiar with the field guide, 1067 00:54:32,520 --> 00:54:34,020 we are really layering. 1068 00:54:34,020 --> 00:54:38,250 As students receive targeted level of supports, 1069 00:54:38,250 --> 00:54:43,250 they also receive access to universal supports. 1070 00:54:43,590 --> 00:54:47,250 So we're not saying they're not supplanting, 1071 00:54:47,250 --> 00:54:49,050 they're supplementing. 1072 00:54:49,050 --> 00:54:51,720 So we're in addition to those supports. 1073 00:54:51,720 --> 00:54:54,120 And so PBISS at the targeted level, 1074 00:54:54,120 --> 00:54:56,280 one of the most common interventions you'll hear about 1075 00:54:56,280 --> 00:54:59,160 is check-in/check-out, it's really an intervention 1076 00:54:59,160 --> 00:55:02,550 that will allow more adult-student interaction 1077 00:55:02,550 --> 00:55:05,400 and more opportunities for positive feedback, 1078 00:55:05,400 --> 00:55:07,860 so think small group intervention. 1079 00:55:07,860 --> 00:55:12,360 Intensive levels of intervention within the PBIS framework 1080 00:55:12,360 --> 00:55:14,310 is essentially thinking about those students 1081 00:55:14,310 --> 00:55:19,310 who may need highly individualized specific interventions, 1082 00:55:19,470 --> 00:55:22,110 perhaps in addition to a targeted level, 1083 00:55:22,110 --> 00:55:25,650 in addition to the universal as well. 1084 00:55:25,650 --> 00:55:28,650 And so thinking about individualizing 1085 00:55:28,650 --> 00:55:30,063 a check-in/check-out plan, 1086 00:55:30,063 --> 00:55:35,063 individualizing any sort of a targeted plan. 1087 00:55:35,070 --> 00:55:35,903 What we're finding 1088 00:55:35,903 --> 00:55:38,550 is often those targeted level interventions 1089 00:55:38,550 --> 00:55:42,690 can be considered an intensive-level intervention 1090 00:55:42,690 --> 00:55:47,690 if you increase the frequency and duration of that support. 1091 00:55:47,970 --> 00:55:50,550 And so thinking a little bit about that. 1092 00:55:50,550 --> 00:55:52,740 If you wanna learn more about the targeted 1093 00:55:52,740 --> 00:55:56,190 and intensive level, certainly go to our website, 1094 00:55:56,190 --> 00:55:58,470 which you'll see on the next slide. 1095 00:55:58,470 --> 00:56:02,190 We have a training scope and sequence there. 1096 00:56:02,190 --> 00:56:05,880 We also have lots of awareness activities coming up. 1097 00:56:05,880 --> 00:56:08,340 We're hoping many of our schools are able to attend 1098 00:56:08,340 --> 00:56:13,263 our annual VTPBIS Leadership Forum on October 12th. 1099 00:56:14,100 --> 00:56:17,070 If you haven't heard about that yet, well, go to that link, 1100 00:56:17,070 --> 00:56:17,903 you'll learn. 1101 00:56:17,903 --> 00:56:20,100 We have a lot of wonderful workshop opportunities 1102 00:56:20,100 --> 00:56:21,270 for schools. 1103 00:56:21,270 --> 00:56:24,330 We've also created several micro-learning, 1104 00:56:24,330 --> 00:56:28,050 so these are standalone online modules 1105 00:56:28,050 --> 00:56:29,940 that many schools are using 1106 00:56:29,940 --> 00:56:32,970 to share information around PBIS, 1107 00:56:32,970 --> 00:56:34,500 not only at the universal level, 1108 00:56:34,500 --> 00:56:36,570 but targeted and intensive level, 1109 00:56:36,570 --> 00:56:38,460 so please check those out. 1110 00:56:38,460 --> 00:56:40,740 We have the national website as well, 1111 00:56:40,740 --> 00:56:43,380 which has a plethora of resources. 1112 00:56:43,380 --> 00:56:48,380 Also pbisvermont.org, we update that frequently, 1113 00:56:49,110 --> 00:56:52,260 looking for other resources as well. 1114 00:56:52,260 --> 00:56:57,260 So many of you from the poll have, 1115 00:56:57,450 --> 00:57:00,510 are already involved in PBIS implementation. 1116 00:57:00,510 --> 00:57:02,510 But some next steps are, 1117 00:57:02,510 --> 00:57:05,250 if you have any questions or wonderings, 1118 00:57:05,250 --> 00:57:08,790 we have lots of TAs to support you. 1119 00:57:08,790 --> 00:57:12,720 We have a lot of really great activities that are new 1120 00:57:12,720 --> 00:57:14,910 around how are we obtaining this, 1121 00:57:14,910 --> 00:57:19,020 what we're referring to as this collective ownership, 1122 00:57:19,020 --> 00:57:22,020 One of those is called a compelling why. 1123 00:57:22,020 --> 00:57:24,990 Our purpose and why we're doing what we're doing 1124 00:57:24,990 --> 00:57:29,700 is so incredibly powerful in moving the work forward. 1125 00:57:29,700 --> 00:57:32,700 And so, certainly lots of activities. 1126 00:57:32,700 --> 00:57:36,240 Again, this is the process that schools typically go to. 1127 00:57:36,240 --> 00:57:37,770 We have a lot of readiness steps. 1128 00:57:37,770 --> 00:57:40,110 So if you are, 1129 00:57:40,110 --> 00:57:42,450 have neighboring schools who aren't implementing, 1130 00:57:42,450 --> 00:57:45,480 certainly share this information with them. 1131 00:57:45,480 --> 00:57:47,430 There's lots of pre-training activities, 1132 00:57:47,430 --> 00:57:50,880 and then baseline data is often collected. 1133 00:57:50,880 --> 00:57:52,860 The next slide shows a little bit more 1134 00:57:52,860 --> 00:57:55,590 about the readiness checklist that we have available. 1135 00:57:55,590 --> 00:58:00,590 Again, we want schools to implement and implement well. 1136 00:58:00,660 --> 00:58:04,710 And so we spend a lot of time with y'all on the front end, 1137 00:58:04,710 --> 00:58:06,570 How are we going to make this work? 1138 00:58:06,570 --> 00:58:09,090 And so lots of resources for you. 1139 00:58:09,090 --> 00:58:11,970 The cascade of support is next. 1140 00:58:11,970 --> 00:58:13,710 If you are a PBIS coordinator, 1141 00:58:13,710 --> 00:58:16,650 I think some of you on here may be a coordinator, 1142 00:58:16,650 --> 00:58:20,070 you at the school and district level have an important role. 1143 00:58:20,070 --> 00:58:23,400 You have lots of resources available to you, your TAs. 1144 00:58:23,400 --> 00:58:24,270 We have trainers, 1145 00:58:24,270 --> 00:58:27,840 coaches available to support you in your journey. 1146 00:58:27,840 --> 00:58:30,510 And we also have lots of funding resources 1147 00:58:30,510 --> 00:58:33,810 available for you as well on the next slide, 1148 00:58:33,810 --> 00:58:36,513 and this is the slide that I mentioned previously. 1149 00:58:37,410 --> 00:58:39,660 The AOE has put out this great resource 1150 00:58:39,660 --> 00:58:42,060 with various funding options 1151 00:58:42,060 --> 00:58:46,110 so that you're able to look at how we can continue this work 1152 00:58:46,110 --> 00:58:47,253 through funding. 1153 00:58:48,360 --> 00:58:53,040 TAs can't put a bigger plugin for our state TAs. 1154 00:58:53,040 --> 00:58:54,120 On the next slide, Sherry. 1155 00:58:54,120 --> 00:58:57,960 We have fabulous TAs. They are free for you. 1156 00:58:57,960 --> 00:59:00,090 So please reach out to your TA 1157 00:59:00,090 --> 00:59:03,300 if you have questions or need resources, 1158 00:59:03,300 --> 00:59:07,350 they are there to support you in all that you do. 1159 00:59:07,350 --> 00:59:10,080 And again, a great resource. 1160 00:59:10,080 --> 00:59:13,620 And please stay connected with us. 1161 00:59:13,620 --> 00:59:16,470 Let us know how you're doing. We love hearing from you. 1162 00:59:16,470 --> 00:59:19,440 If you have a amazing resource, let us know, 1163 00:59:19,440 --> 00:59:20,520 we'd put it on the website. 1164 00:59:20,520 --> 00:59:23,130 We'd like to blitz things out to the community 1165 00:59:23,130 --> 00:59:25,110 'cause we certainly are a big family. 1166 00:59:25,110 --> 00:59:27,540 So check us out on Facebook. 1167 00:59:27,540 --> 00:59:32,190 Share resources on Twitter/X, I guess is the new thing, 1168 00:59:32,190 --> 00:59:33,603 I have to get used to that. 1169 00:59:34,530 --> 00:59:36,810 But thanks again for your time. 1170 00:59:36,810 --> 00:59:39,810 Would love to open it up, it's right at 10 o'clock, 1171 00:59:39,810 --> 00:59:42,270 to any questions you folks may have. 1172 00:59:42,270 --> 00:59:47,270 Also wanna let you know that at the end of this session, 1173 00:59:47,310 --> 00:59:49,890 and we'll send you an evaluation survey. 1174 00:59:49,890 --> 00:59:53,160 Please let us know how this worked for you to this morning, 1175 00:59:53,160 --> 00:59:55,140 and you'll be prompted 1176 00:59:55,140 --> 00:59:57,540 to receive a certificate of attendance. 1177 00:59:57,540 --> 01:00:00,840 So, we're happy to stay on, 1178 01:00:00,840 --> 01:00:03,330 would love to answer any questions that folks have, 1179 01:00:03,330 --> 01:00:05,340 and really just appreciate you taking the time 1180 01:00:05,340 --> 01:00:09,663 out of your busy day to spend time with us this morning. 1181 01:00:12,540 --> 01:00:13,740 Great to see all of you. 1182 01:00:17,040 --> 01:00:18,190 Thank you for coming.